1. Duval county public schools MULTIPLE PATHWAYS 2010-2012 TWO YEAR PROPOSAL 1

2. DID YOU KNOW? Only 39% of students who enter high school age 16 or older are promoted at the end of the school year. 1 out of every 10 students are 2 or more years overage for grade level. 81% of retained 9 th or 10 th graders were retained again the following year. Only 4% of students in our DJJ facilities during the 2008-2009 school year were promoted at the end of the year. 2

3. Student Retention Information Number of Retentions Number of Students 124,416 27,503 32,727 4937 5226 638 71 35,848 29% students have been retained one or more times. 11,432 9% students are currently 2 or more overage for grade level. 3

4. Retention impact REPEATING 9 th or 10 th GRADERS n = 2534 42% were not enrolled by the end of the school year (1,059) 42% were not enrolled by the end of the school year (1,059) 39% were not promoted at the end of the school year (981) 39% were not promoted at the end of the school year (981) SUCCESS RATE = 19% STUDENTS IN DJJ PROGRAMS n = 683 76% were not enrolled by the end of the school year (520) 76% were not enrolled by the end of the school year (520) 20% were not promoted at the end of the school year ( 135) 20% were not promoted at the end of the school year ( 135) SUCCESS RATE = 4% 4

5. Retention outcomes 39% promotion rate 68% promotion rate By ensuring that students are enrolled in high school before their 16 th birthday, we almost DOUBLE the odds of their promotion at the end of the school year. 5

6. DCPS dropout indicators 4 OUT OF 5 DCPS DROPOUTS can be identified in SIXTH grade using 1 or more of these five key flags: 4 OUT OF 5 DCPS DROPOUTS can be identified in SIXTH grade using 1 or more of these five key flags: Level 1 or 2 in FCAT ReadingLevel 1 or 2 in FCAT Reading Level 1 or 2 in FCAT MathLevel 1 or 2 in FCAT Math Failing ELAFailing ELA Failing MathFailing Math Excessive AbsencesExcessive Absences DCPS 9th grade dropout profileDCPS 9th grade dropout profile 1.Failed at least 1 Language Arts class, especially ENGLISH 1 2.Failed at least 1 math course, especially ALGEBRA 1 Source: Learning to Finish 6

7. Economic IMPERATIVE Reducing dropouts by 50% would make the following economic impact to our city:Reducing dropouts by 50% would make the following economic impact to our city: An additional $48 million in increased earningsAn additional $48 million in increased earnings $113 million additional home sales$113 million additional home sales $4 million additional auto sales$4 million additional auto sales $3 million in increased tax revenue$3 million in increased tax revenue 400 new jobs400 new jobs Increased human capital - 62% more likely to pursue postsecondary educationIncreased human capital - 62% more likely to pursue postsecondary education Source: Alliance for Excellent Education 7

8. Best SYSTEMIC practices in multiple pathways Board & Superintendent have shared beliefs regarding off- track youth and allocate sufficient resources to support LEADERSHIP Data analysis that is strategic, transparent, and longitudinal DATA Public & private partnerships used to leverage academic and nonacademic support for off-track youth PARTNERSHIPS Early identification and strategy implementation, including both academic and behavioral interventions EARLY INTERVENTION Strong effort to re-engage dropouts OUTREACH High expectations and accountability for skill attainment & transitions to next level ACCOUNTABILITY 8

9. Best programmatic practices in multiple pathways GUIDING MISSION & PURPOSEPASSIONATE, INNOVATIVE, COMPETENT LEADERSHIPACADEMIC SUPPORT & ENRICHMENTPOST-SECONDARY TRANSITION FOCUS ADULT ADVOCATES STRONG SOCIAL/EMOTIONAL LEARNING COMPONENTREGULAR PROGRAM EVALUATION 9

10. BEST INSTRUCTIONAL PRACTICES IN MULTIPLE PATHWAYS Transparent, rigorous teaching & learningPersonalized learning environmentRigorous & relevant instructionIntensive literacy & numeracy blocksStrong, differentiated strategiesCollege-ready instruction & support systemsConsistent, ongoing professional development 10

11. Our focus K-12 Priority Populations:  Overage for grade level (2+ years overage)  Significantly under-credited high school students  Official dropouts  DJJ current and transitioning students  Students earning Certificate of Completion 11,432 2,269 1,190 683 439 11

12. Current pathways Elementary STAR Middle Renaissance Standards- Based Promotion Pre- Graduation Initiative High Renaissance Accelerated Learning Centers (ALC) Modified ALC Graduation Initiative Pre-GI Performance- Based Diploma Other DJJ schools Drop Back In Academy PACE SIA Tech Pathways 12

13. CURRENT PROGRAMs PROGRAMCAPACITYENROLLED ADDED COST (over FTE)LEVEL/PURPOSE ADDED COST/ STUDENT STAR508441$1,290,390Elementary/Overage $2,900 Standards- Based 750724NoneMiddle/Overage - - - Renaissance - Middle 11094$583,205Middle/Overage $6,200 Middle Pre-GI14496$13,000Middle/GED Pathway $135 Renaissance - High 180171$304,000High/Overage $1,800 High Pre-GI168123$15,000High/GED Pathway $120 GI300292$615,253High/GED Pathway $2,100 Comp ALC300286$615,512High/Credit Acceleration $2,150 Modified ALC 960672$659,669High/Credit Recovery $980 DBIA1,000819 [$295,110] High/Credit Acceleration [+$300] 13

14. Outcome data LEVELPROGRAMDIPLOMAOUTCOME MEASURES Elementary STAR Regular 58% single promoted (250 out of 431) 36% double promoted (156 out of 431) MIDDLE Standards Based Promotion Regular90% single or double promoted (486 out of 541) Renaissance - Middle Regular94% students promoted at least one grade level (139 of 148) Middle Pre-GI GED89% students entered high school (89 out of 100) HIGH Renaissance - High Regular63% promoted one + grade level by end of year (69 of 109) High Pre-GI GED24% students qualified for GI (50 out of 211) GI GED69% passed GED/FCAT & received district diploma (248 out of 362) Comp ALC Regular 3.2 credits earned per student (410 students/926 credits) 38% graduated (157 out of 410) Modified ALC Regular599 credits earned DBIA Regular 2.3 credits earned per student (850 students/1,928 credits) 14% graduated (122 out of 850) 14

15. 2010 – 2011 elementary recommendations REVISE LEARNING RECOVERY Target failing grade/learning recovery in math and reading Increase the number of schools with elementary Compass/Odyssey REDESIGN & EXPAND S.T.A.R. (Students Taking Academic Responsibility) Continuum of services from grades 2 through 5 at regional school sites Provide a structured curriculum with measureable outcomes  Provide instructional coaching and support for STAR teachers  Provide extended school year opportunities for STAR students Articulation with feeder middle schools for additional support after transition 15

16. 2010 – 2011 middle school recommendations REVISE STUDENT PROGRESSION PLAN Consider eliminating “good faith effort,” attendance requirements, and missing work for eligibility requirements Revamp Compass Odyssey to include automated grade recovery assignments REVISE RENAISSANCE ACADEMY Eliminate mid-year promotion to high school Provide students with opportunities to earn up to 5 high school credits in 8 th grade Require a summer learning component REDESIGN PRE-GI Require a minimum TABE score to move into a high school GI or Pre-GI program Implement System 44 for eligible students Require a summer learning component 16

17. 2010 – 2011 high school recommendations Consider eliminating “good faith effort” clause, attendance requirements, and missing work eligibility requirements REVISE STUDENT PROGRESSION PLAN Increase the number of students using Compass/Odyssey as a learning & credit recovery tool Provide quarterly automated grade recovery assignments via Compass/Odyssey INCREASE PARTICIPATION IN LEARNING RECOVERY Increase seat time from 2 to 5 hours with a work or vocational certification component, allowing for increased FTE funding and improved results Expand the number of seats EXPAND FULL-TIME ACCELERATED LEARNING CENTERS Add Achievers for Life Increase middle to high school articulation Provides seed money for school-identified pilot project EXPAND LTF PILOT TO JACKSON HIGH FEEDER PATTERN Require minimum TABE score for entry Students earn credits toward graduation rather than just GED and FCAT prep Add a summer component and CTE option REVAMP PRE-GI (Graduation Initiative) 17

18. 2010-2011: IMPLement Virtual instruction diploma option(S) PROVIDERKAPLANPENN-FOSTER PROGRAM FEATURES Florida-Based DiplomaPennsylvania Diploma Engaging/InteractiveText on screen 24/7 Tutoring SupportToll-free instructional support 24/7 Tech SupportAccess to student services SACS AccreditedMSACSS Accredited Requires 1 year of enrollmentRequires 4 credits/8 courses Articulation with higher ed COURSE VARIETY AP, Dual Enrollment, Learning Recovery Standard Curriculum, Career & Technical Ed (+ certification) TARGET POPULATION Drop outs Dual Enrollment Drop outs with strong vocational component COST/FTE $3450$1500 ANTICIPATED ENROLLMENT 100 18

19. 2010-2011: Implement D.J.J. Transition program 19

20. Increased Capacity PROGRAM CAPACITY 2009-10 ENROLLED 2009-10 New Capacity for 2010-11 Total Capacity for 2010-11 STAR508441152 seats660 Standard-Based7507240750 Renaissance - Middle110940110 Middle Pre-GI144960144 Renaissance - High1801710180 High Pre-GI1681230168 GI3002920300 Comp ALC30028675375 Modified ALC960672TBD960 Jackson/LTF0050 Virtual Diploma Option00100 DBIA1,00081901000

21. 2010-2011: IMPLEMENT office of multiple pathways Elementary, middle, and high school divisions for program development and results Reorganize New ways of doing school: time, location, program, incentives Redesign Students in the right program, with the right support and the right incentives Reengage Leveraging community & faith-based partners Reach Out Monitor the effectiveness of current pathways & improve measureable student outcomes Results 21

22. Multiple pathways and support services Executive Director, MP&SS Support Services Student Support Safe & Healthy Schools Community Ed Services Health Related Services Multiple Pathways Elementary Programs Middle Programs High School Programs K-20 Options PROVIDES SERVICE AND SUPPORT FOR MULTIPLE PATHWAYS WORK 22

23. 2011-2012 recommendations IMPLEMENT ACADEMIC ALTERNATIVE SCHOOL PROJECT (Middle/High)IMPLEMENT ACADEMIC ALTERNATIVE SCHOOL PROJECT (Middle/High) IMPLEMENT CAMELOT (Middle) (400 seats)IMPLEMENT CAMELOT (Middle) (400 seats) IMPLEMENT SCHOOLS FOR THE FUTURE (High) (120 seats)IMPLEMENT SCHOOLS FOR THE FUTURE (High) (120 seats) EXPAND S.T.A.R. TO ALL ELEMENTARY SCHOOL (10 sites =300 seats)EXPAND S.T.A.R. TO ALL ELEMENTARY SCHOOL (10 sites =300 seats) TRANSITION TO POST-SECONDARYTRANSITION TO POST-SECONDARY

24. Implement ACADEMIC pathways school PRoject COMPONENTSDESCRIPTION Age/Grade Level Overage 4 th through graduation Placement Criteria 2 or more years overage for grade level Diploma Option Regular Diploma Instructional Program Grade/Competency acceleration Instructional Delivery Teacher + Assisted Technology methods Other Key Components Strong Social/Emotional Learning Component Alternative Diploma Paths Vocational Component onsite Service Learning Component Waiver for required seat time 24

25. implement camelot Contracted service provider for grades 4 - 8Strong Social-Emotional Learning ComponentStructured EnvironmentWrap-Around Support ServicesExperience with At-Risk YouthWorking with Jobs For the Future (JFF) 25

26. Implement Schools for the future EXPERIENCED LEADERSHIPEXPERIENCED LEADERSHIP STRONG FOUNDATION SUPPORTSTRONG FOUNDATION SUPPORT EXTENDED PROFESSIONAL DEVELOPMENTEXTENDED PROFESSIONAL DEVELOPMENT LEVERAGES COMMUNITY PARTNERSHIPSLEVERAGES COMMUNITY PARTNERSHIPS PRE-HIGH SCHOOL THROUGH GRADUATIONPRE-HIGH SCHOOL THROUGH GRADUATION 26

27. Multiple pathways COMMUNITY PARTNERSHIPs ResearchResearch Partnering in grant opportunitiesPartnering in grant opportunities Garnering Foundation supportGarnering Foundation support Wrap-around supportsWrap-around supports Identifying agencies for joint initiativesIdentifying agencies for joint initiatives Community advocacy for graduation initiativesCommunity advocacy for graduation initiatives 27